从学校到工作的过渡——解释瑞士职业教育和培训中的坚持意向

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Vocations and Learning Pub Date : 2022-01-24 DOI:10.1007/s12186-021-09282-4

Stefanie Findeisen, Andreas Jüttler, Markus P. Neuenschwander, Stephan Schumann

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引用次数: 8

摘要

职业教育和培训(VET)项目通常被认为是实现从学校到工作成功过渡的手段。然而，职业教育培训项目中合同过早终止的高比率表明，青少年在这一转变过程中面临困难。本文旨在研究持久性意图的决定因素，声称持久性意图是迫在眉睫的辍学决策的关键指标。该分析基于瑞士双职业教育培训项目学员的纵向数据集(n = 1163)，包含两个测量点(从学校过渡到职业教育培训之前和之后)。借鉴社会认知职业理论(Lent &;Brown, 2008, 2013)，我们感兴趣的是工作调整指标、职业选择过程的选择特征和转型前后的环境支持对受训者坚持意愿的影响。本文采用结构方程模型分析了不同预测变量对持续倾向的直接和间接影响。结果显示，职业自我效能感和个人-职业契合感对学员的坚持意向均有显著的正向影响。此外，预期个人职业契合度和职业自我效能感在义务教育结束时仅存在间接影响。学员与培训师的关系对坚持意愿也有间接影响。工作场所的社会整合与坚持意愿有直接和间接的关系。总体而言，该模型解释了48%的持久性意图差异。讨论了对职业教育培训计划和未来研究的启示。

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Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland

Vocational education and training (VET) programs are typically regarded as the means to enable successful school-to-work transitions. However, high rates of premature contract terminations in VET programs suggest that adolescents face difficulties during this transition. This paper aims to examine the determinants of persistence intention, claiming that persistence intention is a crucial indicator of imminent dropout decisions. The analysis is based on a longitudinal data set of trainees in dual VET programs in Switzerland (n = 1,163) containing two measurement points (before and after the transition from school to VET). Drawing on Social Cognitive Career Theory (Lent & Brown, 2008, 2013), we are interested in the effects of work adjustment indicators, selected characteristics of the vocational choice process, and environmental support before and after the transition on trainees’ persistence intention. We use structural equation modeling to analyze both direct and indirect effects of different predictor variables on persistence intention. The results show significantly positive effects of both occupational self-efficacy and perceived person-vocation fit during the training program on trainees’ persistence intention. Moreover, there are only indirect effects of anticipated person-vocation fit and occupational self-efficacy at the end of compulsory education. Trainees’ relationship with the trainer also has an indirect effect on persistence intention. Social integration in the workplace is both directly and indirectly linked to persistence intention. Overall, the model explains 48% of the variance in persistence intention. Implications for VET programs and future research are discussed.

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来源期刊

Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

17.90%

发文量

期刊介绍： Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.